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LACK OF COLLABORATION BETWEEN STUDENTS AND TEACHERS FOR 1

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Introduction:

Student-teacher collaboration has a significant impact on the outcome of a creative work. If

there is a lack of collaboration while doing any creative work, the outcome might not be so

good. A student might not understand how to do a creative work properly as a teacher does,

and a teacher might not understand the interests of the new generation as does a student. So,

the purpose of the work might not be fulfilled. The work might be so much boring or

unorganized.

Significance of the Study:

Usually a teacher is more skilled than a student for doing a creative work. A teacher

might know more than a student, but he might not have the same knowledge about the

interests of the new generation like a student. So while doing a creative work, a teacher can

contribute from his experience and knowledge, and, at the same time, a student can also

contribute by his little knowledge and, most importantly, by informing about the interests of

the new generation. So, if teachers and students work collaboratively while doing a creative

work, the work might be more well organized and, at the same time, very interesting to the

new generation. It might also be very interesting to the adults because a teacher has more

knowledge than a student about the interests of the adults. But if there is there is a lack of

collaboration between teachers and students, the work might not be well organized or might

be so much boring. So, as a whole, it might be considered as garbage.

So, can we consider the lack of collaboration between teachers and students while doing a

creative work as an obstacle for a better outcome? This essential question will be addressed

in this review.
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Objectives

The long term goal of the research is to create collaboration between students and

teachers for writing creative projects. The objective of the study is to provide a

comprehensive review of literatures and current practices in writing projects and solution to

eliminate lack of collaboration between students and teacher. Particularly, the study has the

following sub-objective:

1. To provide a comprehensive review of sources and overall picture typically

found in writing projects.

2. To develop a connection between students and teachers for writing more

creative projects.

3. To review current practices and researches in regards to project writing.

4. To provide solution to eliminate lack of collaboration between students and

teachers.

The result of this study will be valuable to the students as well as teachers in writing

more creative projects.

Review of Literature

Collaborative Learning

People may agree on the benefits of collaborative learning but there is still a sigma

around that somehow deters the expected amount of collaborations to take place in the

education field. Especially creative collaboration between students and teachers are hardly

ever seen. If the full potential of such collaboration is understood, the stigma will no longer

be at work. It is seen in Terenzini and Cabrera’s study (2013) that, traditional teaching
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methods available in institutions like universities pales in comparison to collaborative

learning methods when it comes to getting excellent results.

Creative Collaboration

If collaborative learning can enhance normal syllabus-based education then surely it

can do wonders with creative projects. Such ideas are presented in Barrett’s study (2006) that

creative collaboration can be found in the music schools where student-teacher relationship

would actually lead to composing creative pieces. In the case of a solitary person composing

music there would not be an amalgamation of thoughts put into notes. The hybridization of

thoughts, on the other hand would lead to development of both the teachers and students.

Only one thing that is in the way of such collaboration is another superstition that a composer

works best when he is alone. That is why there is a significant lack of creative collaboration

in music schools.

Student-Teacher Collaboration

Collaboration between student and teacher and the reason why it is lacking in

educational institutions is a matter that needs to be seen from both the perspectives of

students and teachers.

In Pathak and Intratat’s study (2012), some teachers were interviewed and while some think

that collaborations are impressive, some have doubts because the dominant nature of some

collaborators would make the weak collaborators less at home. If such perspectives were to

implemented onto student-teacher collaboration, the dominant collaborator would definitely

be the teacher and the weak collaborator, the student will be at unease. If some teachers

harbour this kind of perspective, they will never let their students collaborate with them on

normal study let alone creative projects. Rather than shunning such collaboration, it would do
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better for the teachers to actually trust the students and allow them to grow and be themselves

with collaborations.

Method

The research method would include collecting data from students and teachers by

structured interview and the students and teachers would be selected by SRS (Simple

Random Sampling) within an educational institute. Interview questions would include

1. What is your take on student-teacher creative collaboration?

2. Have you ever done anything creative with you teacher or student?

3. Would you agree to collaborate with your teachers or students if it’s a

creative project?

These questions would provide the research with enough data to analyse and find the

required information necessary to declare the results of this endeavour.


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References

Barrett, M. (2006). ‘Creative collaboration’: an ‘eminence’ study of teaching and learning in

music composition. Psychology of Music, 34(2), 195–

218.https://doi.org/10.1177/0305735606061852

Pathak, A, Intratat C. (2012). Use of Semi-Structured Interviews to Investigate Teacher

Perceptions of Student Collaboration. Malaysian Journal of ELT Research, 8(1), 10-

34. Retrieved from

http://www.melta.org.my/journals/index.php/majer/article/view/149

Terenzini, P. T., Cabrera, A. F., Colbeck, C. L., Parente, J. M., & Bjorklund, S. A. (2001).

Collaborative Learning vs. Lecture/Discussion: Students Reported Learning Gains*.

Journalof Engineering Education,90(1), 123-130.

doi:10.1002/j.21689830.2001.tb00579.x